Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis Group in Research Papers in Education on 27/10/2014, available online: http://www.tandfonline.com/doi/abs/10.1080/02671522.2014.970226
Accepted author manuscript, 183 KB, Word document
Available under license: CC BY: Creative Commons Attribution 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - 'Smart students get perfect scores in tests without studying much'
T2 - why is an effortless achiever identity attractive, and for whom is it possible?
AU - Jackson, Carolyn
AU - Nyström, Anne-Sofie
N1 - 18 month embargo This is an Accepted Manuscript of an article published by Taylor & Francis Group in Research Papers in Education on 27/10/2014, available online: http://www.tandfonline.com/doi/abs/10.1080/02671522.2014.970226
PY - 2015
Y1 - 2015
N2 - Discourses about the value of effort and hard work are prevalent and powerful in many western societies and educational contexts. Yet, paradoxically, in these same contexts effortless achievement is often lauded, and in certain discourses is heralded as the pinnacle of success and a sign of genius. In this paper we interrogate discourses about effort and especially ‘effortlessness’ in Swedish and English educational contexts. Informed, in particular, by interview data generated in upper secondary schools in Sweden and secondary schools in England, we address the questions: why is effortless achievement attractive, and for whom is it possible to be discursively positioned as an effortless achiever? We argue that the subject position of ‘effortless achiever’ is not available to all categories of students equally, and for some it would be almost impossible to attain; the intersections of gender, social class, ethnicity and institutional setting are influential. We end by considering the problematic implications of effortless achievement discourses.
AB - Discourses about the value of effort and hard work are prevalent and powerful in many western societies and educational contexts. Yet, paradoxically, in these same contexts effortless achievement is often lauded, and in certain discourses is heralded as the pinnacle of success and a sign of genius. In this paper we interrogate discourses about effort and especially ‘effortlessness’ in Swedish and English educational contexts. Informed, in particular, by interview data generated in upper secondary schools in Sweden and secondary schools in England, we address the questions: why is effortless achievement attractive, and for whom is it possible to be discursively positioned as an effortless achiever? We argue that the subject position of ‘effortless achiever’ is not available to all categories of students equally, and for some it would be almost impossible to attain; the intersections of gender, social class, ethnicity and institutional setting are influential. We end by considering the problematic implications of effortless achievement discourses.
KW - effortlessness
KW - effort
KW - gender
KW - social class
KW - intelligence
U2 - 10.1080/02671522.2014.970226
DO - 10.1080/02671522.2014.970226
M3 - Journal article
VL - 30
SP - 393
EP - 410
JO - Research Papers in Education
JF - Research Papers in Education
SN - 0267-1522
IS - 4
ER -